SchoolArts Magazine

NOV 2012

SchoolArts is a national art education magazine committed to promoting excellence, advocacy, and professional support for educators in the visual arts since 1901.

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Page 36 of 52

All Levels one Stroke at a time Molly Hollibaugh A t first glance, a Zentangle creation can seem intricate and complicated. But, when you learn how it's done, you realize how simple it is. Zentangles are patterns, or "tangles," that have been reduced to a simple sequence of elemental strokes. When you learn to focus on each stroke you find yourself capable of things that you may have once thought impossible or intimidating. Discovering Zentangle Founders Rick Roberts and Maria Thomas discovered what was to become Zentangle one afternoon almost ten years ago when Maria told Rick what she experienced as she drew background patterns on a manuscript she was creating. She described her feelings of timelessness, freedom, well-being, and complete focus on what she was doing with no thought or worry about anything else. Rick and Maria wondered if they could create a system so others might enjoy a similar experience. And so began the journey towards discovering the simple and elegant system called Zentangle. 34 november 2012 SchoolArts The Zentangle method has been steadily finding its way into schools across the globe. More and more teachers are seeing the positive effects of using the Zentangle method in their classroom. Here are some of their stories: erasers!), and thin-line markers. As students arrived, I had gentle music playing. I guided students through a Zentangle experience while my colleague circulated and offered support to the large group. During those classes, students were focused and engaged, absorbed in the pattern building process. Class time was calm, productive, and enjoyable. The classes did great. —Amy Broady, CZT A Calming Influence April 2011 brought a series of violent storms to East Tennessee, where I live and teach elementary art. During this ordeal, the other art teacher at our school, who teaches in a porInterdisciplinary Methods table classroom, had to evacuate A goal of mine this past year was to her classroom and bring classes to become more inventive with mindfulmy room in the main ness in my geometry building. The students classes, so I decided Zentangle is like were traumatized, learning a language to become a Certified exhausted, scared, and that everyone speaks Zentangle Teacher stressed. I had to find (CZT). Upon returnin a unique way, and ing I tried a Zentangle a way to manage fifty that everyone can third-graders and later, lesson with ninthnearly sixty fifth-grade grade geometry stuunderstand. students in an artroom dents. As a geometry that felt crowded with twenty-eight. teacher I find I can use Zentangle to Good thing I had my Zentangle promote correct vocabulary usage and training; I knew just what to do. Prep demonstrate the use and knowledge of was simple and space was not an fractals. Some students were artistic issue. I provided 4 x 4½" (10 x 11 cm) and many were not. The level of conposter board tiles, ebony pencils (no centration in the rooms was quickly

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